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Parent-Teacher 
Associations 

In the Rural and Village Schools 
of Oregon 




Issued by 
J. A. CHURCHILL 

Superintendent of Public Instruction 



PARENT-TEACHER 
ASSOCIATIONS 



IN THE 



RURAL AND VILLAGE 
SCHOOLS OF OREGON 



Issued by 

J. A. CHURCHILL 

Superintendent of Public Instruction 




Salem, Oregon : 

State Printing Department 

1915 



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1^ 



DEPARTMENT OF EDUCATION 
STATE OF OREGON 

J.'A. CHURCHILL, 
Superintendent of Public Instruction. 

E. F. CARLETON, 

Assistant State Superintendent. 

FRANK K. WELLES, 
Assistant State Superintendent. 

Field Workers Industrial Fairs, 

N. C. MARIS, 

L. P. HARRINGTON. 



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M IS W* 



To the Teachers of Oregon: 

For the purpose of uniting more closely the home 
and the school we have encouraged everywhere through- 
out the State the organization of the Parent-Teacher 
Association. In this work we have had the loyal cooper- 
ation of the Oregon Congress of Mothers and Parent- 
Teacher Associations. 

With the hope that this pamphlet will be of assist- 
ance in bringing into a closer relationship the schools 
and the homes of Oregon, the teachers are asked to 
study it carefully with the view of organizing the 
Parent-Teacher Association in the rural and village 
schools of the State. 

Very truly yours, 

J. A. Churchill, 
Superintendent of Public Instruction. 



'1 •. 



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PARENT-TEACHER ASSOCIATIONS 



PLAN FOR ORGANIZATION 

At some convenient time the teacher should call a meeting of all the 
people of the school district. A brief program of music, or some exercises 
by the children, helps to draw the parents out. Let some one call the meet- 
ing to order, and nominate a temporary chairman, have a secretary voted 
on in the same way to take a record of the proceedings. The object of the 
meeting should be stated, discussion held, and a motion made to the 
effect that, "It is the pleasure of this meeting that a Parent-Teacher 
Association shall be formed." When this is adopted, a committee should 
be appointed to prepare a constitution and by-laws, to report at a later 
meeting. If it is desired to effect a permanent organization at the one 
meeting, a recess may be taken, to allow of the committee's preparing its 
report. On calling to order again, the same officers serve as before. 
The secretary reads the minutes of the previous meeting, they are 
approved; next the committee on constitution reports. This is followed 
by a motion to adopt the constitution as read. It is read, article by 
article. Any article may be amended by vote, and then the amended con- 
stitution is read and adopted by vote. In a similar manner the by-laws 
are adopted. Permanent officers are then elected according to the con- 
stitution, and as each is elected she takes the place of the temporary one. 
When all are elected, the organization is complete. 



PARENT-TEACHER ASSOCIATIONS 



CONSTITUTION 

(Suggested l>y Oregon Congress of Mothers and Parent-Teacher Associations.) 

Article I — Name. 

The name of this organization shall be the Parent-Teacher Association 

of the School, and it shall be affiliated with the State and National 

Congress of Mothers. 

Article II — Object. 

The object of this Association shall be to foster a closer sympathy 
and cooperation between the home and the school, to increase the effi- 
ciency of both, and to further in every way the interests of the Oregon 
Public Schools in general, and the School in particular. 

Article III — Membership. 

Membership shall be open to teachers and patrons of the 



School, or any adult of the community, upon payment of dues as here- 
inafter provided. 

Article IV — Officers. 

The officers of this Association shall be a President, Vice-President, 
Secretary and Treasurer, who shall perform the duties usually required 
of such officers in similar societies. These officers, together with the 
principal of the school and the chairmen of standing committees shall 
constitute the Executive Board of the Association. 

Article V — Election of Officers. 

These officers shall be nominated by committee or from the floor, 
elected in May and installed in June. 

Article VI — Dues. 

Members shall pay cents annually as dues, ten cents per capita 

to be paid to the Treasurer of the Oregon Congress of Mothers and 
Parent-Teacher Associations for State and National dues. 

Article VII — Quorum. 

members shall constitute a quorum for the transaction of 

business. 

Article VIII — Committees. 

Committees shall be appointed by the President, with the approval 
of the Executive Board, as occasion shall require. 

Article IX — Time and Place of Meeting. 

Meetings shall be held monthly at a convenient time, and shall be held 
preferably in the school building. 

Article X — Amendments. 

This Constitution may be amended by a two-thirds vote of the mem- 
bers present at any regular meeting, provided the proposed amendment 
shall have been submitted in writing at the previous meeting. 

Note — This Constitution is only suggestive, to be modified according to the 
needs of each circle. 

Under Article VIII the following committees are suggested : 

Program Committee. 

Membership Committee. 

Kindergarten Committee (of school girls to care for children during meeting). 



PARENT-TEACHER ASSOCIATIONS 



Portland, Oregon, October 25, 1915. 

To Parent-Teacher Associations : 

All Parent-Teacher Associations, Mothers' Circles or Child Study 
Circles are admitted as members of the Oregon Congress of Mothers 
and Parent-Teacher Associations on payment of ten cents per capita per 
year. The organization applying for membership should send a duplicate 
list of the names of officers and members to the Oregon Congress of 
Mothers, Room 551 Court House, Portland, Oregon. By joining this 
organization, your circle becomes a part of a great state-wide campaign 
in behalf of better schools, better homes and better children. You send 
your delegates to the annual convention which in turn elects delegates to 
the convention of the national body. Thus your little parent-teacher 
circle is a part of this great nation-wide activity. Any parent or teacher 
is invited to write to the Oregon Congress of Mothers at Portland and 
receive samples of literature for programs or individual reading free. 
The ten cents per capita is only to defray the expenses of mailing liter- 
ature, etc. We pay no salaries, our members are all volunteer workers 
made up by representation from the parent-teacher circles already affil- 
iated with us. We have always had the earnest cooperation of the 
educators throughout the State in this work and feel that if you add 
your strength to our organization, the work will be extended with greater 
rapidity. 

Mrs. Geo. W. McMath, 

President Oregon Congress of Mothers and 
Parent-Teacher Associations. 



PARENT-TEACHER ASSOCIATIONS 



Outlines for Meetings 



For Rural Parent-Teacher Associations, Prepared by M. L. Pittman, 
Head of Department of Rural Schools, Oregon Normal School. 

There is no inspiration like definite information — "Know the truth 
and the truth will make you free." You should, therefore, study the 
general problems of rural schools as its basis for your work. 

For general information upon the rural school problems you should 
have "Rural Life and Education," by Cubberly, $1.50; "Better Rural 
Schools," by Hall and Betts, $1.25, and "The Brown Mouse," by Herbert 
Quick, $1.25. For particular problems on rural schools there is no book 
perhaps better than "Among Country Schools," by Kern, $1.25. These 
books may be borrowed from the State Library, though they should be 
owned in the district if possible. 

Some suitable programs suggested: 



A Review of the Book "Rural Life and Education." 

(The leader of the meeting should have the book at least two weeks in 
advance of the meeting. Select a number of people to make good, clear, brief, 
oral, reports on the following subjects:) 

1. What are the changes taking place in the nature of the rural life? 

2. What is the effect of those changes upon the rural school? 

3. What are the rural life needs? 

4. What is wrong with the rural school organization? 

5. How can it be corrected? 

6. What are the advantages and disadvantages of the county unit? 

7. Is consolidation of rural schools in the country practical? 

8. Is consolidation for high school work practical? 

9. How would these affect our own school? 

10. Is it fair to the child for the teacher to try to teach more than five 
grades? 

11. General discussion. 



II 

Is Our Schoolhouse Properly Lighted? 

1. What is proper lighting? Direction of the compass, toward the 
child, ratio of light to floor space, requirement for a standard school? 

2. What are the neatest, best, cheapest, and most practical curtains 
and shades for a rural school? 

3. What should be the color of the walls and ceiling of the schoolroom? 

Ill 

Is Our House Properly Heated? 

1. What are the various heating systems used in the country schools? 

2. Name some of the modern heating systems, and give the advantages 
of each. 



PARENT-TEACHER ASSOCIATIONS 



3. If a stove is to be used, what is the shape, size, and cost of the 
most practical kinds? 

4. Where should the stove be located to facilitate ventilation and the 
most equable heat? 

5. Why should the stove always be jacketed and how should the 
jacket be arranged to give the best effect? (Kern's "Among Country 
Schools.") 

IV 

Pictures for the Schoolroom. 

1. How many pictures should we have for a room that it may be in 
taste? 

2. What pictures would be appropriate for a room in which there are 
all grades? 

3. Where may good pictures be had? At what cost? 

4. How should pictures be framed and where hung? 

5. Who should select the pictures that the best results may be had? 

6. How often should their positions be changed in the school room? 
Why? 

V 

Shall We Have Play Apparatus? ("A Practical Recreation Manual 
for Schools," Department of Education, Salem.) 

1. What apparatus is practical on the grounds? In the basement? 

2. How much shall we have and what? 

3. What can we make? (Write to Fresno Normal School, Fresno, Cal- 
ifornia, for a bulletin on "Play Apparatus.") 

4. What will it cost us? 

VI 

Shall We Make Our School Standard? 

1. What is the meaning of a standard school? 

2. What points do we lack? 

3. What will it cost .o standardize? In money? In work? 

4. Who will help? 

VII 

What Do We Know About Buildings on the School Ground? (Kern's 
"Among Country Schools.") 

1. Where should barns be located and how constructed? Wood houses? 
Toilets? (Toilets, Druslar, p. 118-131.) 

2. How may children be encouraged to keep toilets clean? (There 
should be a distinct difference between the construction of the toilets for 
girls and boys if the boys are to keep theirs clean.) 

3. What toilets are sanitary and practical for rural schools? (Write 
for bulletin, State Board of Health, Frankfort, Ky., on "The Sanitary 
Privy.") 



PARENT-TEACHER ASSOCIATIONS 



VIII 
How Can AVe Make Our School Grounds Beautiful? 

1. How can we get the grounds cleaned? 

2. How can we get them put in the right form? 

3. Where should walks be located and of what made? 

4. What trees should we have and how and where should they be 
located? In straight lines or in groups? 

5. At what part of the school grounds should the schoolhouse and 
other buildings be located to give the most attractive grounds and the 
best general effect for play ground supervision? 

6. What vines are best suited for ornamental purposes on the build- 
ings? 

7. What flowers are best for a rural school? Where should they be 
planted? 

(Kern's "Country School" should be in hand for the prepai'ation of 
this program.) 



IX 

"Water for Washing and Water for Drinking, 
There's Nothing Like Water, Fresh Water, I'm Thinking." 

1. Where do we and where should we get our water? 

2. What are the advantages of the various kinds of pumps? The 
disadvantages of each? 

3. Explain the different kinds of portable drinking fountains? What 
do they cost? 

4. When are bubbling fountains practical in a country school? Many 
Oregon schools have them, can we? 

5. What provision have we made and should we make for clean hands 
in our school? 



A "Daddy" and a Doctor Day. 

1. What are adenoids and how are they cured? 

2. What are the signs of weak eyes? What will it cost to correct the 
trouble? What will it cost to neglect it? 

3. What are the contagious diseases? How are they known? What 
precautions should be taken against them? 

4. How can industrial work be made most practical? Shall it become 
a part of the required work just as reading and mathematics are? 

5. How can we get and keep efficient teachers? 

6. Can we consolidate our schools and get better results? ("Educa- 
tion and Rural Life," Cubberly.) 

7. How would the county unit affect these two questions? 

8. How may we be saved from the special agent? 

Note — The above are but a few subjects that are suitable for the average 
country school. You may think of others that for you are better. If this assists 
you in selecting your own subjects it will have served its purpose. 



10 PARENT-TEACHER ASSOCIATIONS 



IS YOUR TEACHER HAPPY? 

Some things you can do to make her happy, healthy, and efficient : 

1. Have a committee meet her on her arrival in the district or at the 
railroad station. 

2. See that she has the best place possible at which to live while in 
the district. 

3. Give a reception for her and see that she meets all patrons of the 
school. 

4. Invite her to your home at least once during the year. 

5. Do not expect the teacher to prepare all of the programs for the 
meetings of the association. Her work is heavy enough now. 

6. When her control seems not to be good, remember that she has 
many to direct, you have only a few. Her problems are in proportion. 

7. When you have a complaint, go to the teacher in the right spirit 
and discuss it. She may be able to correct the trouble. You may misun- 
derstand the situation. Do not talk to others to the detriment of the 
school and the teacher. 

8. Show your appreciation of the work of the teacher in some definite 
way at the close of the year. Send her away for the summer happy and 
thinking you are the best people in the world. 



PARENT-TEACHER ASSOCIATIONS 11 

Suggestive Topics 

For Discussion by Parent-Teacher Associations 

A List Compiled by the Program Committee of the Portland Council 
Oregon Congress of Mothers and Parent-Teacher Associations. 

THE HOME 

The Family. 

Its history and importance to society. The home as an educational 
institution. 

The Physical Aspects of the Home. 

Sanitation, simplicity. Advantage of owning home. 

Home Decoration. 

Handicrafts. Things children can make for the home. Shortcuts and 
conveniences. 

The Junior Exhibition. 

Display of the results of children's home activity. 

The Children's Room. 

Its uses, furnishings and decoration. 

The Child in the Home Garden. 

(Contests and exhibits may be arranged.) 

Food for the Family. 

Wise economy in purchase and preparation. Evils of tea and coffee 
for children. (Recipes may be exchanged.) 

The Advantage of a Hot Lunch at Home. 

The lunch basket and its contents. 

Home Economics. 

The budget plan of household expenditure. Children's service in the 
home. The child's share of the family income. 

What is Economy? 

How may we distinguish necessaries from luxuries? How can com- 
munity cooperation aid in establishing a proper standard of values? 

Parental Responsibility for Juvenile Delinquency. 

Should the father be punished rather than the child? 

The Father as Friend, Companion and Adviser of His Children. 

The Ideal Mother, as Portrayed in Literature and Art. 

(An opportunity to accent the glory of motherhood.) 

The Overworked and Ignorant Mother. 

How can she be reached and helped? 



12 PARENT-TEACHER ASSOCIATIONS 

The Economic Position of the Mother in the Home. 

If her service has economic value, how shall it be recognized and 
rewarded? 

The Child in the Home. 

How it can be taught : 

Obedience, Thrift, 

Courtesy, Respect for law, 

Self control, Self sacrifice, 

Reverence, Patriotism, 

Truthfulness, Purity. 

(Each of these is a topic in itself.) 

The Child and its Reading. 

Effect of reading upon thought and character. Use local public 
library or State Library. 

How to Develop the Child's Appreciation of Beauty in Art. 

(Secure cooperation of art museum or school beautifying committee.) 

The Child Outdoors. 

Nature study. Training the child to be awake and observant. 

Children's Pets. 

Their educational value. (Exhibits of pets and their housing may be 
arranged.) 

How to Use the Vacation Period to the Best Advantage. 

Is "all play" any better than "all work?" 

Christmas as an Educational Opportunity. 

Development of thrift and good judgment in purchases. Home activi- 
ties, and unselfishness. 

The Educational Value of Habit. 

The psychology of habit. Habit as a restraining and conservative 
influence. How habit may be made a servant instead of a master. 

The Purpose and Methods of Discipline. 

(A general discussion on this topic will be valuable.) 

The Cigarette Evil. 

How much can be accomplished by education? How much by legisla- 
tion? What to do with the father who smokes. 

Dental Hygiene and its Importance in Childhood. 

The Emergency Medicine Cabinet. 

First aid to the injured an essential to the education of every mother 
and teacher. 

Fresh Air and its Vital Importance. 

The dangers of hot, dry or still air. The sleeping porch and the 
open fireplace. 

Tuberculosis and its Causes, Especially as Affecting Children. 



PARENT-TEACHER ASSOCIATIONS 13 

The First Six Years of Life. 

Physical habits and their effect upon character. Training of con- 
science and reasoning power. Spiritual development. 

From Six to Twelve. 

Attitude toward school. Employment out of school. Play that 
includes folks at home. Home reading. 

The Problems of Adolescence. 

From the physical, social and moral standpoint. (Each of these is 
worthy a program.) 

The School in the Home. 

What and how much to teach young children. Montessorri. Winifred 
Stoner. 

Home Study for the Grammar School Child. 

When is it advisable? If necessary, how can it be made effective? 



THE SCHOOL 

The Public School in America. 

Its history, aims and results. 

The Schoolroom. 

Its ventilation and equipment. 

The School Playground and Equipment. 
The Open Air School. 
The Cycle System. 
The Gary School Plan. 

Industrial Education. 

Booker Washington's work at Tuskeegee. 

The Cooperative High School Plan of Fitchburg, Mass. 

Text Books. 

What are we using? Are they the best? Are there too many of 
them? (A loan exhibit of old text books would be interesting.) 

The Value of "Higher" Education. 

The importance of the college trained citizen to the community. Cash 
value of education to the individual. 

The Value of Latin as a Study. 

(An interesting exhibit may be secured from Dr. McKinlay of the 
Lincoln High School.) 

The School City. 

Self government in school. How training in civics may be given. 



14 PARENT-TEACHER ASSOCIATIONS 

Suitable Dress for the Schoolroom. 

Effect of dress upon social grouping in the school. 

Medical Inspection in the Schools. 

The school nurse and her work. 

Modern Languages in the Grades. 

The Kindergarten as a Part of the Public School System. 

School Expeditions. 

Their value. How the parents can cooperate in arranging them. 

The Teacher's Problems. 

(Let the teachers state some of them, calling upon the parents for 
help in definite ways.) 

What May the Teacher Reasonably Expect and Demand 

From the Parent? 

What may the parent reasonably expect and demand from the teacher? 
(Let a parent speak for the teacher's demand on the parent, and a 
teacher for the parent's.) 

A Demonstration of Teaching Methods. 

(Let a teacher conduct a class in reading, spelling, arithmetic, or any 
subject, explaining methods and their object.) 

A Graded Meeting. 

(Let the mothers meet in groups, according to the grades of their 
children, and discuss topics of interest under the leadership of the 
teacher if possible. Two or three rooms may unite.) 

The Teacher's Luncheon. 

(This is a social function rather than a subject. Let a committee of 
mothers prepare and serve a dainty lunch in some home near the school, 
to the teachers. There will be no time for formality or speechmaking, 
but the social effect is desirable.) 

The Teacher's Program. 

(Any program or entertainment may be prepared by the teachers for 
the pleasure of the parents, showing, perhaps, something of the school 
activities.) 

Play and its Educational Value. 

(A demonstration of games by a good playground instructor would be 
interesting. ) 

Story Telling to Children. 

Stories all children should know. The mother as an original story 
teller. How the child may be interested in telling stories for himself. 

The Value of the Bedtime Talk for Instruction and Guidance. 

As a means for keeping child's confidence. 



PARENT-TEACHER ASSOCIATIONS 15 



Use and Abuse of Motion Pictures. 

The moving picture has educational value, but is not now in the hands 
of educators. Dangers of excessive indulgence. Dangers of permitting 
children to go unattended. 

The Social Life of the Adolescent. 

The vanishing chaperone. How early should boys and girls be per- 
mitted to "go together." The dance as a social activity in the high 
schools. 

How the School May Assist in Developing a Sentiment for Peace. 

History as a study of civilization and its progress, rather than a list of 
battles. What is true patriotism? 

The School as a Factor in Civic Life. 

Campaigns for cleanliness; fly extermination, etc. Parades, play fes- 
tivals, pageants. 

The School and the Fire Hazard. 

Is your school safe? Is your fire drill effective? 

The foregoing list is offered in the hope that it may prove suggestive 
and helpful. Some subjects may be found worthy of attention through 
several meetings. In other cases, several subjects may be combined on 
one program. We would urge the importance of discussion by the mem- 
bers. The imported speaker is sometimes a necessary evil, but can never 
take the place of the self expression of the association. Let your meet- 
ings be prompt, and never run over your time limit, an hour is enough. 
Remember that you are dealing with a truly democratic organization, 
including parents of all degrees of culture, wealth and training. You 
cannot suit each one every time, but try to suit each one some time. 
Above all things, be practical. A definite idea of how to do some one 
thing is better than an hour of flowery generalities. 



